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A Parent Guide to Grade Level
Content Expectations
A Parent Guide to Grade Level
Content Expectations
Michigan Sets High Academic Standards –for ALL
Michigan Sets High Academic Standards –for ALL
This booklet is a part of Michigan’s Mathematics and English
Language Arts Grade Level Content Expectations (GLCE). It is
just one in a series of tools available for schools and families.
The Michigan Department of Education (MDE) provides similar
booklets for families of children in kindergarten, first and second
grade.
This booklet is a part of Michigan’s Mathematics and English
Language Arts Grade Level Content Expectations (GLCE). It is
just one in a series of tools available for schools and families.
The Michigan Department of Education (MDE) provides similar
booklets for families of children in kindergarten, first and second
grade.
Teacher versions of the Grade Level Content Expectations are
finished for grades Kindergarten through eight. They state in
clear and measurable terms what students in each grade are
expected to know and be able to do. They also guide the
design of the state’s grade level MEAP tests required in the No
Child Left Behind Act (NCLB) legislation.
Teacher versions of the Grade Level Content Expectations are
finished for grades Kindergarten through eight. They state in
clear and measurable terms what students in each grade are
expected to know and be able to do. They also guide the
design of the state’s grade level MEAP tests required in the No
Child Left Behind Act (NCLB) legislation.
Educators and classroom teachers from Michigan school districts
have been involved in the development and/or review of
Michigan’s GLCE. The expectations were designed to ensure
that students receive seamless instruction, from one grade to
the next, leaving no gaps in any child’s education. More
importantly, they set high expectations in literacy and
mathematics so we can better prepare all K-12 students for the
challenges they will face in a global 21st century.
Educators and classroom teachers from Michigan school districts
have been involved in the development and/or review of
Michigan’s GLCE. The expectations were designed to ensure
that students receive seamless instruction, from one grade to
the next, leaving no gaps in any child’s education. More
importantly, they set high expectations in literacy and
mathematics so we can better prepare all K-12 students for the
challenges they will face in a global 21st century.
To learn more about the Michigan Curriculum Framework, visit
www.michigan.gov/mde and click on “K-12 Curriculum.”
To learn more about the Michigan Curriculum Framework, visit
www.michigan.gov/mde and click on “K-12 Curriculum.”
Michigan Department of Education
Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
GLCE Parent Guide - 1st Grade Math
First Grade Mathematics is the science of patterns
and relationships. It is the language and logic of our
technological world. Mathematical power is the ability to
explore, to imagine, to reason logically and to use a variety of
mathematical methods to solve problems - all important tools
for children’s futures. A mathematically powerful person should
be able to:
 reason mathematically
 communicate
mathematically
 solve problems using
mathematics
 make connections within
mathematics and between mathematics and other fields
First Grade Mathematics is the science of patterns
and relationships. It is the language and logic of our
technological world. Mathematical power is the ability to
explore, to imagine, to reason logically and to use a variety of
mathematical methods to solve problems - all important tools
for children’s futures. A mathematically powerful person should
be able to:
 reason mathematically
 communicate
mathematically
 solve problems using
mathematics
 make connections within
mathematics and between mathematics and other fields
Michigan’s Mathematics Grade Level Content
Expectations (GLCE) are organized into five strands:
 Number and Operations
 Algebra
 Geometry
 Measurement
 Data and Probability
In the first grade, children are asked to strengthen their
counting knowledge, and to explore addition and subtraction
using concrete materials and situations. Students will begin to
measure time and money, geometry concepts are based on
children’s experiences in the real world.
Michigan’s Mathematics Grade Level Content
Expectations (GLCE) are organized into five strands:
 Number and Operations
 Algebra
 Geometry
 Measurement
 Data and Probability
In the first grade, children are asked to strengthen their
counting knowledge, and to explore addition and subtraction
using concrete materials and situations. Students will begin to
measure time and money, geometry concepts are based on
children’s experiences in the real world.
Glossary Terms
Words that have asterisks (*) are defined in the Glossary
located in the back of this booklet.
Glossary Terms
Words that have asterisks (*) are defined in the Glossary
located in the back of this booklet.
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
Number and Operations
Number and Operations
Count, Write, and Order Numbers
Count, Write, and Order Numbers
 Count to 110 by 1s, 2s, 5s, and 10s, starting from any number.
 Count to 110 by 1s, 2s, 5s, and 10s, starting from any number.
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Count to 500 by 100s and 10s.
Use numbers to show position in a sequence. (1st, 2nd, 3rd )
Read and write numbers to 110 and match them to the same
number of objects.
Put numbers in order to 110. Compare numbers using the phrases
same as, more than, greater than, fewer than; use the = symbol.
Arrange small sets of numbers in increasing or decreasing order.
(Write the following from smallest to largest: 21, 16, 35, 8)
Identify one more than, one less than, 10 more than and 10 less
than for any number up to 100.
When using a number line, know that a number to the left of a
number is smaller and a number to the right of a number is
larger. Example:
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1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
get smaller

Count to 500 by 100s and 10s.
Use numbers to show position in a sequence. (1st, 2nd, 3rd )
Read and write numbers to 110 and match them to the same
number of objects.
Put numbers in order to 110. Compare numbers using the phrases
same as, more than, greater than, fewer than; use the = symbol.
Arrange small sets of numbers in increasing or decreasing order.
(Write the following from smallest to largest: 21, 16, 35, 8)
Identify one more than, one less than, 10 more than and 10 less
than for any number up to 100.
When using a number line, know that a number to the left of a
number is smaller and a number to the right of a number is
larger. Example:
get smaller
get larger
 Count backward by 1s starting from any number between 1 and
100.
 Explore place value by bundling (straws) into groups of tens and
ones (24 is made of 2 tens and 4 ones or 24 ones).
get larger
 Count backward by 1s starting from any number between 1 and
100.
 Explore place value by bundling (straws) into groups of tens and
ones (24 is made of 2 tens and 4 ones or 24 ones).
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Michigan Department of Education
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GLCE Parent Guide - 1 Grade Math
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Michigan Department of Education
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GLCE Parent Guide - 1 Grade Math
Add and Subtract Numbers
Add and Subtract Numbers
 List number facts for 2 through 10.
 List number facts for 2 through 10.
 Compare the difference of objects in two groups.
 Add and subtract numbers less than 20. Be able to solve and
 Compare the difference of objects in two groups.
 Add and subtract numbers less than 20. Be able to solve and
 Understand that subtraction is connected to addition.
 Understand that subtraction is connected to addition.
Example: Because 3+5=8, we know that 8 - 3=5.
 Know all the addition facts up to 10+10 and solve the related
subtraction facts.
 Find the missing numbers for addition and subtraction facts.
Example: 2 +___= 6
6 -____= 2
Example: Because 3+5=8, we know that 8 - 3=5.
 Know all the addition facts up to 10+10 and solve the related
subtraction facts.
 Find the missing numbers for addition and subtraction facts.
Example: 2 +___= 6
6 -____= 2
 Add three one-digit numbers. Example: 1 + 2 + 4 =___
 Add and subtract in his/her head (mental math) when the
 Add three one-digit numbers. Example: 1 + 2 + 4 =___
 Add and subtract in his/her head (mental math) when the
Michigan Department of Education
Michigan Department of Education
Example:
Here are different facts to make 5.
1+4 =5 2+3 =5 3+2=5 4+1=5 5+0=5
explain story problems using objects, pictures and/or numerals.
problem involves a 2-digit number and a one-digit number
without regrouping or carrying. Example: 22 + 2=__
GLCE Parent Guide - 1st Grade Math
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Example:
Here are different facts to make 5.
1+4 =5 2+3 =5 3+2=5 4+1=5 5+0=5
explain story problems using objects, pictures and/or numerals.
problem involves a 2-digit number and a one-digit number
without regrouping or carrying. Example: 22 + 2=__
GLCE Parent Guide - 1st Grade Math
Measurement (*)
Measurement (*)
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 Measure the lengths of objects in non-standard units.
 Measure the lengths of objects in non-standard units.
Example: Use a pencil as a ruler to get pencil lengths of objects,
or connected paper clips as a ruler to get paperclip lengths of
objects.
 Compare measured lengths using the words shorter, shortest,
longer, longest, taller, tallest.
Example: Use a pencil as a ruler to get pencil lengths of objects,
or connected paper clips as a ruler to get paperclip lengths of
objects.
 Compare measured lengths using the words shorter, shortest,
longer, longest, taller, tallest.
Explore Concepts of Time
Explore Concepts of Time
Tell Time
 Tell time on a twelve-hour clock face to the
Tell Time
 Tell time on a twelve-hour clock face to
hour and half hour.
the hour and half hour.
Work with Money
 Name different coins and bills.
 Match one coin or bill to another
Work with Money
 Name different coins and bills.
 Match one coin or bill to another way to
form that same amount of money.
Example: 1 quarter = 2 dimes and 1
nickel.
 Tell the amount of money they see/have: using cents up to
$1.00 and using dollars up to $100.00
 Use the symbols $ and ¢.
 Add and subtract money in dollars only or in cents only.
Solve Problems
 Solve one-step word problems using addition and subtraction,
money and time, including ‘how much more or less, without
mixing units. Example: $1.00 + $2.00 = $3.00
way to form that same amount of
money. Example: 1 quarter = 2
dimes and 1 nickel.
 Tell the amount of money they see/have: using cents up to
$1.00 and using dollars up to $100.00
 Use the symbols $ and ¢.
 Add and subtract money in dollars only or in cents only.
Solve Problems
 Solve one-step word problems using addition and subtraction,
money and time, including ‘how much more or less, without
mixing units. Example: $1.00 + $2.00 = $3.00
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
Geometry (*)
Geometry (*)
 Create and describe shapes.
 Describe common two-dimensional and three-dimensional shapes.
 Create and describe shapes.
 Describe common two-dimensional and three-dimensional shapes.
 Describe the position of objects using words such as above,
 Describe the position of objects using words such as above,
 Create and describe patterns involving geometric objects.
 Create and describe patterns, such as repeating patterns, and
 Create and describe patterns involving geometric objects.
 Create and describe patterns, such as repeating patterns, and
Shapes
Shapes
Example: the small blue triangle, the large silver can.
below, behind, in front of.
grown patterns using number, shape and size.
Example: What would come next in these patterns?
Size
Example: the small blue triangle, the large silver can.
below, behind, in front of.
grown patterns using number, shape and size.
Example: What would come next in these patterns?
Size
 Tell the difference between a repeating pattern and a growing
pattern.
 Predict the next element in a simple repeating pattern.
 Describe ways to get to the next element in simple repeating
patterns.
Ways to Praise Your Child
 Tell the difference between a repeating pattern and a growing
pattern.
 Predict the next element in a simple repeating pattern.
 Describe ways to get to the next element in simple repeating
patterns.
Ways to Praise Your Child
Great work!
I knew you could do it!
You are getting better every day!
Keep on trying.
Great work!
I knew you could do it!
You are getting better every day!
Keep on trying.
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
Data and Probability
Data and Probability
Use Pictographs (*)
Use Pictographs (*)
 Collect and organize data to use in pictographs.
 Read and interpret pictographs.
 Make pictographs of given data using both horizontal and
 Collect and organize data to use in pictographs. Read and
Data analysis and statistics (*)
Data analysis and statistics (*)
vertical graphs. Example: Which child has the most children
that live on his or her block?
Each  = 1 child
interpret pictographs.
 Make pictographs of given data using both horizontal and
vertical graphs. Example: Which child has the most children
that live on his or her block?
Each  = 1 child
James    
Kylia
 
Bob
      
James    
Kylia
 
Bob
      
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
Glossary Page
Glossary Page
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data analysis and statistics interpret information and see
relationships, by using tables,
graphs and charts.
fluently - the ability to calculate
numbers with ease and accuracy.
geometry - the area of
mathematics that involves shape,
size, space, position, direction, and movement. It describes
and classifies the physical world in which we live.
measurement - finding the length, height, and weight of
an object using units like inches, feet, meters, centimeters,
and pounds. Time is measured using hours, minutes and
seconds.
Perimeter - the distance around a two-dimensional shape
found by adding together the measured length of all the
sides of the shape.
pictographs - a graph constructed with pictures or icons.
Pictures are used to represent numbers.
Example: Each  = 1 cookie
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•
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data analysis and statistics interpret information and see
relationships, by using tables,
graphs and charts.
fluently - the ability to calculate
numbers with ease and accuracy.
geometry - the area of
mathematics that involves shape,
size, space, position, direction, and movement. It describes
and classifies the physical world in which we live.
measurement - finding the length, height, and weight of
an object using units like inches, feet, meters, centimeters,
and pounds. Time is measured using hours, minutes and
seconds.
perimeter - the distance around a two-dimensional shape
found by adding together the measured length of all the
sides of the shape.
pictographs - a graph constructed with pictures or icons.
Pictures are used to represent numbers.
Example: Each  = 1 cookie
Questions to ask of your child’s teacher:
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Questions to ask of your child’s teacher:
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math
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Michigan Department of Education
GLCE Parent Guide - 1st Grade Math